Procedural and conceptual knowledge in mathematics develop bidirectionally, so instruction need not always proceed conceptual-to-procedural¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Advances in procedural knowledge can improve conceptual knowledge and vice versa, contradicting the belief that conceptual knowledge must precede procedural knowledge. → Andrew C. Butler & Shana K. Carpenter 2015

Evidence¶

Andrew C. Butler & Shana K. Carpenter 2015¶

Andrew C. Butler & Shana K. Carpenter. (2015). Separating Myth from Reality in Education: Introduction to the Special Issue. Educational Psychology Review. https://doi.org/10.1007/s10648-015-9344-0

q2 · i? · theoretical · r2

The editorial reports, citing Rittle-Johnson et al. (2015), that the review finds development of the two knowledge types is a "Btwo-way^ street," and concludes "there may be more than one way to arrange the order of instruction to enhance mathematics achievement."

"the evidence supports the idea that advances in procedural knowledge can improve conceptual knowledge and vice versa"

Discussion¶

Related Claims¶

• Higher starting scores in vocabulary predicted greater gains in matrix reasoning and vice versa (bidirectional positive coupling) — related
• The relation between metacognition and critical thinking is bidirectional: metacognition improves thinking skills and vice versa — related